UNIVERSITY OF MAINE AT FARMINGTON COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Frank Makuch Lesson #: 3 Facet: Perspective
Grade Level: 10 Numbers of Days: 2 Topic: Geometry
PART I:
Objectives Student will understand that typographic grids and ratios can be used to design websites, brochures, and other publications.
Student will know how to use typographic grids in design.
Student will be able to analyze how and where typographic grids are being used for design.
Product: wix.com website
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment Content Area: Mathematics Grade Level: High school Domain:Modeling with Geometry Cluster:Apply Geometric Concepts in Modeling Situations Standard:Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Rationale:
Students will be able to better understand the design of the world in which they live. They will know why a publication looks well designed and will understand how to design future models.
Assessments
Formative (Assessment for Learning) Section I – checking for understanding during instruction
Students will complete a graphic organizer in which they will review 7 different websites from a list of 10 websites. Students will note what they like and dislike about each website's design, as well as what they think the design strategy was.
Section II – timely feedback for products (self, peer, teacher)
Students will receive feedback from the teacher in the form of a graded rubric. In addition they will receive feedback from their peers as the montages will put up on the walls for everyone to see, a gallery walk will also be used so that students can view other students final products for the lesson.
Summative (Assessment of Learning):
Students will create a website on Wix.com on the second day. The website's content will be given by the teacher, and all students will use the same content. How the students arrange the content is what is truly important. Students will also have to write a paragraph about their websites design so that the teacher knows the thought process behind the web design.
Integration Technology:
Wix.com
Many other websites from which to take inspiration.
Content Areas:
Math: Design concepts should be based on mathematical elements.
Art: Students create art in their web design.
Groupings Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a worksheet to organize their thoughts on what they think is a good web design. Students will be asked to record what they like about each of the websites that they choose to analyze. Students will be organized in groups of two to do this, and later they will use those same groups of two to create a montage from magazines and other materials in a well designed way.
Section II – Groups and Roles for Product
Students will work in groups to create the montage and will collaborate together to find the best way to go about it. Students will be working alone to create the final Wix.com website design.
Differentiated Instruction
MI Strategies
Verbal: Students must post verbal content to the website. Logic: Students will understand the typographic grid is based on ratios. Visual: The content is graded on looking visually pleasing. Kinesthetic: Students will be able to move the designs around. Interpersonal: Students will be working in pairs for a time. Intrapersonal: Students will be mostly working alone.
Modifications/Accommodations From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students absent just the first day will come in the second day and do the things which were to be done on the first day. This will leave the Wix.com product to be completed at home or later in school free time. Students absent just the second day will have to do the Wix.com product as homework. Students absent both days will have to meet with the instructor and a plan will be made based on an individual basis.
Extensions
Students will be given a week to finish both assignments, The projects should only take the alloted time, but if more time is needed it will be granted.
Type II technology:
Wix.com website
Gifted Students:
Gifted students will be able to earn extra credit by incorporating special design elements such as the golden ratio into their products.
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1 5 mins - A video is shown about typographic grid systems. 10 mins - Students are broken up into pairs to work together until the end of the class period 30 mins - The students research seven of the websites listed in the class wiki, they fill out a graphic organizer with questions asking what they like and do not like about each website. Remainder of class Period - The students create a montage using a typographic grid as a guideline. Magazines and other materials will be supplied so that students can complete the project on paper. Students work on these smaller projects and finish their montages to be displayed in the classroom.
Day 2 10 mins - Students are given the project rubric and it is explained to them. 10 mins - The instructor leads a presentation in how to log in to Wix.com, and how to use the site. 50 mins - Students work individually to create their product, a Wix.com website based on the common material which the entire class is using. If students are finished before the 50 minutes they will be given time to work on the previous days assignment of a montage. 10 mins - The gallery walk takes place, students view each others websites by walking around the room
Students will understand that typographic grids and ratios can be used to design websites, brochures, and others. Typographic grids in conjunction with computer technology can be used to design websites. Standard G-MG.3 Apply geometric methods to solve design problems. Students will visit certain websites a try to group them based on what design program they might have. (Where)(Why)(What)(Hook) MI Tailors Visual, Logical, Interpersonal
Students will know how to use typographic grids for design. Students will use a KWS graphic organizer to brainstorm beforehand. The lesson will start as the entire class, then students will move to pairs, and eventually they will work on their own. Students will meet individually with the instructor while working on the website. Students will judge their own work based on a rubric. (Equip)(Explore)(Rethink) MI Tailors Visual, Logical, Interpersonal, Intrapersonal
The teacher will use a rubric to judge the work of the students. (Rethink/Revise)Checking for Understanding: Brief meeting with the teacher. Timely Feedback: teacher and self feedback
Content Notes Students will know….. Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
ClipboardThe clipboard learner will enjoy the idea of the typographic grid. This learner will see how rules can be important in creating design, and they will like that. These students will also enjoy learning how to create a Wix.com website and should enjoy learning new things. This learner will also enjoy using the graphic organizers.
Microscope:The microscope learner likes to analyze what makes things work. The first part of this lesson is perfect for that mentality. This learner will enjoy searching through the different websites to find what makes one more or less visually appealing. They will also be able to use this knowledge to create their own designed products.
PuppyThe puppy learner will feel comfortable collaborating with other people in creating the montage. The puppy learner likes safety and comfort. These students should like being in pairs and collaborating with peers on a one to one basis.
Beach Ball: The Lesson is well suited to the beach ball learner, the beach ball learner will be happy to play around with creating a montage. the beach ball learner will enjoy the freedom to decide what they want to put on their own poster. The beach ball learner will enjoy being able to design their poster and should like cutting out and gluing, which are physical movements.
Rationale: Students will be able to use and understand the typographic grid after this lesson. Students will now be able to employ a new strategy when they need to design something. Also, students may become more aware of the importance of design through this lesson. If students want to go on to create websites or posters for advertisements or self promotion, they will see the importance of these techniques and may be able to use them.
Standard 6 -Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Students will create a montage poster of different elements using cut-outs from magazines and other materials. This formative assessment will receive informal feedback and is meant to be a stepping stone to the summative assessment, which will be more difficult because the technology may make it less accessible.
Summative: The summative assessment is designed to show students how design can be used in modern technology. It will assess the typographic grid system, as well as being a good example of practical applications.
RationaleStudents will see how typographic grids are all around us, and how that with the digital age, their importance is certainly not on the wane.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS: Content Area: Mathematics Grade Level: High school Domain:Modeling with Geometry Cluster:Apply Geometric Concepts in Modeling Situations Standard:Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Facet: Students will be able to analyze how typographic can be used for design. (Perspective)
Rationale: Students will be able to view certain elements of their lives from a different perspective. The elements of design in their lives will become less daunting with the knowledge gained in this lesson.
Standard 8 -Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies: Verbal: Students must post verbal content to the website. Logic: Students will understand the typographic grid is based on ratios. Visual: The content is graded on looking visually pleasing. Kinesthetic: Students will be able to move the designs around. Interpersonal: Students will be working in pairs for a time. Intrapersonal: Students will be mostly working alone.
Type II Technology: Wix.com website created by the student to show knowledge of typographic grids
Rationale:
In the digital age, old world practices must be brought to new world media. This is the emphasis here.
NETS STANDARDS FOR TEACHERS 1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale Students will be able to take what they learn and apply it outside of the classroom. They work with others to achieve higher level thinking and come to realizations using their own brains.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students are able to decide how they want to make things and what they want to put on their poster montage. In this way differences amongst students are able to be accounted for.
COLLEGE OF EDUCATION, HEALTH AND REHABILITATION
LESSON PLAN FORMAT
Teacher’s Name: Frank Makuch Lesson #: 3 Facet: Perspective
Grade Level: 10 Numbers of Days: 2
Topic: Geometry
PART I:
Objectives
Student will understand that typographic grids and ratios can be used to design websites, brochures, and other publications.
Student will know how to use typographic grids in design.
Student will be able to analyze how and where typographic grids are being used for design.
Product:
wix.com website
Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment
Content Area: Mathematics
Grade Level: High school
Domain: Modeling with Geometry
Cluster: Apply Geometric Concepts in Modeling Situations
Standard: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Rationale:
Students will be able to better understand the design of the world in which they live. They will know why a publication looks well designed and will understand how to design future models.
Assessments
Formative (Assessment for Learning)
Section I – checking for understanding during instruction
Students will complete a graphic organizer in which they will review 7 different websites from a list of 10 websites. Students will note what they like and dislike about each website's design, as well as what they think the design strategy was.
Section II – timely feedback for products (self, peer, teacher)
Students will receive feedback from the teacher in the form of a graded rubric. In addition they will receive feedback from their peers as the montages will put up on the walls for everyone to see, a gallery walk will also be used so that students can view other students final products for the lesson.
Summative (Assessment of Learning):
Students will create a website on Wix.com on the second day. The website's content will be given by the teacher, and all students will use the same content. How the students arrange the content is what is truly important. Students will also have to write a paragraph about their websites design so that the teacher knows the thought process behind the web design.
Integration
Technology:
Wix.com
Many other websites from which to take inspiration.
Content Areas:
Math: Design concepts should be based on mathematical elements.
Art: Students create art in their web design.
Groupings
Section I - Graphic Organizer & Cooperative Learning used during instruction
Students will use a worksheet to organize their thoughts on what they think is a good web design. Students will be asked to record what they like about each of the websites that they choose to analyze. Students will be organized in groups of two to do this, and later they will use those same groups of two to create a montage from magazines and other materials in a well designed way.
Section II – Groups and Roles for Product
Students will work in groups to create the montage and will collaborate together to find the best way to go about it. Students will be working alone to create the final Wix.com website design.
Differentiated Instruction
MI Strategies
Verbal: Students must post verbal content to the website.
Logic: Students will understand the typographic grid is based on ratios.
Visual: The content is graded on looking visually pleasing.
Kinesthetic: Students will be able to move the designs around.
Interpersonal: Students will be working in pairs for a time.
Intrapersonal: Students will be mostly working alone.
Modifications/Accommodations
From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations.
Plan for accommodating absent students:
Students absent just the first day will come in the second day and do the things which were to be done on the first day. This will leave the Wix.com product to be completed at home or later in school free time. Students absent just the second day will have to do the Wix.com product as homework. Students absent both days will have to meet with the instructor and a plan will be made based on an individual basis.
Extensions
Students will be given a week to finish both assignments, The projects should only take the alloted time, but if more time is needed it will be granted.
Type II technology:
Wix.com website
Gifted Students:
Gifted students will be able to earn extra credit by incorporating special design elements such as the golden ratio into their products.
Materials, Resources and Technology
Websites to evaluate...
http://teamfannypack.com/
http://www.cubeclub-chemnitz.de/
http://www.pieoneers.com/
http://kylesteed.com/
http://www.netbluez.com/
http://radio.nymoon.com/
http://www.pulchry.com/
http://www.egopop.net/
http://www.beargryllslive.com/
http://www.ipolecat.com/#home
Computers with internet access
Old magazines
Large pieces of gridded paper
Glue
Writing utensils
Source for Lesson Plan and Research
http://alleyesonjenny.com/2005/03/22/typography-class-learning-the-grid/
lesson plan ideas
http://www.1stwebdesigner.com/inspiration/45-creative-uses-of-typography/
Used to find other good looking websites
http://typophile.com/files/How%20you%20make%20a%20grid.pdf
Used to help learn about the typographic grid
PART II:
Teaching and Learning Sequence (Describe the teaching and learning process using all of the information from part I of the lesson plan) Take all the components and synthesize into a script of what you are doing as the teacher and what the learners are doing throughout the lesson. Need to use all the WHERETO’s. (3-5 pages)
Day 1
5 mins - A video is shown about typographic grid systems.
10 mins - Students are broken up into pairs to work together until the end of the class period
30 mins - The students research seven of the websites listed in the class wiki, they fill out a graphic organizer with questions asking what they like and do not like about each website.
Remainder of class Period - The students create a montage using a typographic grid as a guideline. Magazines and other materials will be supplied so that students can complete the project on paper. Students work on these smaller projects and finish their montages to be displayed in the classroom.
Day 2
10 mins - Students are given the project rubric and it is explained to them.
10 mins - The instructor leads a presentation in how to log in to Wix.com, and how to use the site.
50 mins - Students work individually to create their product, a Wix.com website based on the common material which the entire class is using. If students are finished before the 50 minutes they will be given time to work on the previous days assignment of a montage.
10 mins - The gallery walk takes place, students view each others websites by walking around the room
Students will understand that typographic grids and ratios can be used to design websites, brochures, and others. Typographic grids in conjunction with computer technology can be used to design websites. Standard G-MG.3 Apply geometric methods to solve design problems. Students will visit certain websites a try to group them based on what design program they might have.
(Where)(Why)(What)(Hook) MI Tailors Visual, Logical, Interpersonal
Students will know how to use typographic grids for design. Students will use a KWS graphic organizer to brainstorm beforehand. The lesson will start as the entire class, then students will move to pairs, and eventually they will work on their own. Students will meet individually with the instructor while working on the website. Students will judge their own work based on a rubric.
(Equip)(Explore)(Rethink) MI Tailors Visual, Logical, Interpersonal, Intrapersonal
The teacher will use a rubric to judge the work of the students. (Rethink/Revise) Checking for Understanding: Brief meeting with the teacher. Timely Feedback: teacher and self feedback
Content Notes
Students will know…..
Develop detailed content notes so a substitute or a colleague can teach your lesson. (2-3 pages)
Handouts
Maine Common Core Teaching Standards for Initial Teacher Certification and Rationale
Standard 1 – Learner Development. The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Learning Styles
Clipboard The clipboard learner will enjoy the idea of the typographic grid. This learner will see how rules can be important in creating design, and they will like that. These students will also enjoy learning how to create a Wix.com website and should enjoy learning new things. This learner will also enjoy using the graphic organizers.
Microscope: The microscope learner likes to analyze what makes things work. The first part of this lesson is perfect for that mentality. This learner will enjoy searching through the different websites to find what makes one more or less visually appealing. They will also be able to use this knowledge to create their own designed products.
Puppy The puppy learner will feel comfortable collaborating with other people in creating the montage. The puppy learner likes safety and comfort. These students should like being in pairs and collaborating with peers on a one to one basis.
Beach Ball: The Lesson is well suited to the beach ball learner, the beach ball learner will be happy to play around with creating a montage. the beach ball learner will enjoy the freedom to decide what they want to put on their own poster. The beach ball learner will enjoy being able to design their poster and should like cutting out and gluing, which are physical movements.
Rationale: Students will be able to use and understand the typographic grid after this lesson. Students will now be able to employ a new strategy when they need to design something. Also, students may become more aware of the importance of design through this lesson. If students want to go on to create websites or posters for advertisements or self promotion, they will see the importance of these techniques and may be able to use them.
Standard 6 - Assessment. The teacher understands and uses multiple methods of assessment to engage learners in their on growth, to monitor learner progress, and to guide the teacher's and learner's decision making.
Formative: Students will create a montage poster of different elements using cut-outs from magazines and other materials. This formative assessment will receive informal feedback and is meant to be a stepping stone to the summative assessment, which will be more difficult because the technology may make it less accessible.
Summative: The summative assessment is designed to show students how design can be used in modern technology. It will assess the typographic grid system, as well as being a good example of practical applications.
Rationale Students will see how typographic grids are all around us, and how that with the digital age, their importance is certainly not on the wane.
Standard 7 - Planning Instruction. The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Content Knowledge:
MLR or CCSS:
Content Area: Mathematics
Grade Level: High school
Domain: Modeling with Geometry
Cluster: Apply Geometric Concepts in Modeling Situations
Standard: Apply geometric methods to solve design problems (e.g., designing an object or structure to satisfy physical constraints or minimize cost; working with typographic grid systems based on ratios).
Facet: Students will be able to analyze how typographic can be used for design. (Perspective)
Rationale: Students will be able to view certain elements of their lives from a different perspective. The elements of design in their lives will become less daunting with the knowledge gained in this lesson.
Standard 8 - Instructional Strategies. The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
MI Strategies:
Verbal: Students must post verbal content to the website.
Logic: Students will understand the typographic grid is based on ratios.
Visual: The content is graded on looking visually pleasing.
Kinesthetic: Students will be able to move the designs around.
Interpersonal: Students will be working in pairs for a time.
Intrapersonal: Students will be mostly working alone.
Type II Technology:
Wix.com website created by the student to show knowledge of typographic grids
Rationale:
In the digital age, old world practices must be brought to new world media. This is the emphasis here.
NETS STANDARDS FOR TEACHERS
1. Facilitates and Inspire Student Learning and Creativity. Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support, and model creative and innovative thinking and inventiveness
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments
Rationale Students will be able to take what they learn and apply it outside of the classroom. They work with others to achieve higher level thinking and come to realizations using their own brains.
2. Design and Develop Digital Age Learning Experiences and Assessments. Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching
Rationale: Students are able to decide how they want to make things and what they want to put on their poster montage. In this way differences amongst students are able to be accounted for.